The utilization of junior high school mathematics national examination data: A conceptual error diagnosis
The goal of the research is to gain insights into the characteristics of the items in the mathematics national examination, the attributes on which the items were formulated and the result of a conceptual error diagnosis of the mathematics materials based on the result of the junior high school math...
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| Autor*in: |
Kartianom Kartianom [verfasserIn] Djemari Mardapi [verfasserIn] |
|---|
| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2018 |
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| Schlagwörter: |
attributes, junior high school mathematics national examination |
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| Übergeordnetes Werk: |
In: Research and Evaluation in Education - Universitas Negeri Yogyakarta, 2016, 3(2018), 2, Seite 163-173 |
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| Übergeordnetes Werk: |
volume:3 ; year:2018 ; number:2 ; pages:163-173 |
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| DOI / URN: |
10.21831/reid.v3i2.18120 |
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DOAJ056828314 |
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| 520 | |a The goal of the research is to gain insights into the characteristics of the items in the mathematics national examination, the attributes on which the items were formulated and the result of a conceptual error diagnosis of the mathematics materials based on the result of the junior high school mathematics national examination. This is quantitative descriptive research. The data were collected from 3,079 grade-nine students of junior high schools who took the National Examination in the academic year of 2015/2016. The sample was established randomly based on the package code of the examination which is P0C5520 with 574 students as the examinees. Documentation method was applied in collecting the data. The result of the research shows that – upon the implementation of the classical test theory – there are 16 items in ‘difficult’ category, 24 in ‘intermediate’ category, and no items in ‘easy’ category. Furthermore, upon the implementation of the item response theory, the result shows that 28 items are in ‘good’ category and 12 items are in ‘poor’ category. In addition, there are 50 attributes on which the Junior High School Mathematics National Examination test (package P0C520) is formulated. Four attributes are content attributes and the rest (46) are process skill attributes. The result of the diagnosis shows that there are 11 types of errors made by the students when trying to complete the content items. Most of the errors are conceptual errors related to the geometric materials especially in the sub-materials of polyhedron, triangles, and quadrangles. | ||
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10.21831/reid.v3i2.18120 doi (DE-627)DOAJ056828314 (DE-599)DOAJ39c12a7a14a24822b83be5bd79667a6d DE-627 ger DE-627 rakwb eng Kartianom Kartianom verfasserin aut The utilization of junior high school mathematics national examination data: A conceptual error diagnosis 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The goal of the research is to gain insights into the characteristics of the items in the mathematics national examination, the attributes on which the items were formulated and the result of a conceptual error diagnosis of the mathematics materials based on the result of the junior high school mathematics national examination. This is quantitative descriptive research. The data were collected from 3,079 grade-nine students of junior high schools who took the National Examination in the academic year of 2015/2016. The sample was established randomly based on the package code of the examination which is P0C5520 with 574 students as the examinees. Documentation method was applied in collecting the data. The result of the research shows that – upon the implementation of the classical test theory – there are 16 items in ‘difficult’ category, 24 in ‘intermediate’ category, and no items in ‘easy’ category. Furthermore, upon the implementation of the item response theory, the result shows that 28 items are in ‘good’ category and 12 items are in ‘poor’ category. In addition, there are 50 attributes on which the Junior High School Mathematics National Examination test (package P0C520) is formulated. Four attributes are content attributes and the rest (46) are process skill attributes. The result of the diagnosis shows that there are 11 types of errors made by the students when trying to complete the content items. Most of the errors are conceptual errors related to the geometric materials especially in the sub-materials of polyhedron, triangles, and quadrangles. conceptual error attributes, junior high school mathematics national examination Education L Djemari Mardapi verfasserin aut In Research and Evaluation in Education Universitas Negeri Yogyakarta, 2016 3(2018), 2, Seite 163-173 (DE-627)1760647047 (DE-600)3072811-3 24606995 nnns volume:3 year:2018 number:2 pages:163-173 https://doi.org/10.21831/reid.v3i2.18120 kostenfrei https://doaj.org/article/39c12a7a14a24822b83be5bd79667a6d kostenfrei https://journal.uny.ac.id/index.php/reid/article/view/18120 kostenfrei https://doaj.org/toc/2460-6995 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 3 2018 2 163-173 |
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10.21831/reid.v3i2.18120 doi (DE-627)DOAJ056828314 (DE-599)DOAJ39c12a7a14a24822b83be5bd79667a6d DE-627 ger DE-627 rakwb eng Kartianom Kartianom verfasserin aut The utilization of junior high school mathematics national examination data: A conceptual error diagnosis 2018 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The goal of the research is to gain insights into the characteristics of the items in the mathematics national examination, the attributes on which the items were formulated and the result of a conceptual error diagnosis of the mathematics materials based on the result of the junior high school mathematics national examination. This is quantitative descriptive research. The data were collected from 3,079 grade-nine students of junior high schools who took the National Examination in the academic year of 2015/2016. The sample was established randomly based on the package code of the examination which is P0C5520 with 574 students as the examinees. Documentation method was applied in collecting the data. The result of the research shows that – upon the implementation of the classical test theory – there are 16 items in ‘difficult’ category, 24 in ‘intermediate’ category, and no items in ‘easy’ category. Furthermore, upon the implementation of the item response theory, the result shows that 28 items are in ‘good’ category and 12 items are in ‘poor’ category. In addition, there are 50 attributes on which the Junior High School Mathematics National Examination test (package P0C520) is formulated. Four attributes are content attributes and the rest (46) are process skill attributes. The result of the diagnosis shows that there are 11 types of errors made by the students when trying to complete the content items. Most of the errors are conceptual errors related to the geometric materials especially in the sub-materials of polyhedron, triangles, and quadrangles. conceptual error attributes, junior high school mathematics national examination Education L Djemari Mardapi verfasserin aut In Research and Evaluation in Education Universitas Negeri Yogyakarta, 2016 3(2018), 2, Seite 163-173 (DE-627)1760647047 (DE-600)3072811-3 24606995 nnns volume:3 year:2018 number:2 pages:163-173 https://doi.org/10.21831/reid.v3i2.18120 kostenfrei https://doaj.org/article/39c12a7a14a24822b83be5bd79667a6d kostenfrei https://journal.uny.ac.id/index.php/reid/article/view/18120 kostenfrei https://doaj.org/toc/2460-6995 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 3 2018 2 163-173 |
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The goal of the research is to gain insights into the characteristics of the items in the mathematics national examination, the attributes on which the items were formulated and the result of a conceptual error diagnosis of the mathematics materials based on the result of the junior high school mathematics national examination. This is quantitative descriptive research. The data were collected from 3,079 grade-nine students of junior high schools who took the National Examination in the academic year of 2015/2016. The sample was established randomly based on the package code of the examination which is P0C5520 with 574 students as the examinees. Documentation method was applied in collecting the data. The result of the research shows that – upon the implementation of the classical test theory – there are 16 items in ‘difficult’ category, 24 in ‘intermediate’ category, and no items in ‘easy’ category. Furthermore, upon the implementation of the item response theory, the result shows that 28 items are in ‘good’ category and 12 items are in ‘poor’ category. In addition, there are 50 attributes on which the Junior High School Mathematics National Examination test (package P0C520) is formulated. Four attributes are content attributes and the rest (46) are process skill attributes. The result of the diagnosis shows that there are 11 types of errors made by the students when trying to complete the content items. Most of the errors are conceptual errors related to the geometric materials especially in the sub-materials of polyhedron, triangles, and quadrangles. |
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The goal of the research is to gain insights into the characteristics of the items in the mathematics national examination, the attributes on which the items were formulated and the result of a conceptual error diagnosis of the mathematics materials based on the result of the junior high school mathematics national examination. This is quantitative descriptive research. The data were collected from 3,079 grade-nine students of junior high schools who took the National Examination in the academic year of 2015/2016. The sample was established randomly based on the package code of the examination which is P0C5520 with 574 students as the examinees. Documentation method was applied in collecting the data. The result of the research shows that – upon the implementation of the classical test theory – there are 16 items in ‘difficult’ category, 24 in ‘intermediate’ category, and no items in ‘easy’ category. Furthermore, upon the implementation of the item response theory, the result shows that 28 items are in ‘good’ category and 12 items are in ‘poor’ category. In addition, there are 50 attributes on which the Junior High School Mathematics National Examination test (package P0C520) is formulated. Four attributes are content attributes and the rest (46) are process skill attributes. The result of the diagnosis shows that there are 11 types of errors made by the students when trying to complete the content items. Most of the errors are conceptual errors related to the geometric materials especially in the sub-materials of polyhedron, triangles, and quadrangles. |
| abstract_unstemmed |
The goal of the research is to gain insights into the characteristics of the items in the mathematics national examination, the attributes on which the items were formulated and the result of a conceptual error diagnosis of the mathematics materials based on the result of the junior high school mathematics national examination. This is quantitative descriptive research. The data were collected from 3,079 grade-nine students of junior high schools who took the National Examination in the academic year of 2015/2016. The sample was established randomly based on the package code of the examination which is P0C5520 with 574 students as the examinees. Documentation method was applied in collecting the data. The result of the research shows that – upon the implementation of the classical test theory – there are 16 items in ‘difficult’ category, 24 in ‘intermediate’ category, and no items in ‘easy’ category. Furthermore, upon the implementation of the item response theory, the result shows that 28 items are in ‘good’ category and 12 items are in ‘poor’ category. In addition, there are 50 attributes on which the Junior High School Mathematics National Examination test (package P0C520) is formulated. Four attributes are content attributes and the rest (46) are process skill attributes. The result of the diagnosis shows that there are 11 types of errors made by the students when trying to complete the content items. Most of the errors are conceptual errors related to the geometric materials especially in the sub-materials of polyhedron, triangles, and quadrangles. |
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https://doi.org/10.21831/reid.v3i2.18120 https://doaj.org/article/39c12a7a14a24822b83be5bd79667a6d https://journal.uny.ac.id/index.php/reid/article/view/18120 https://doaj.org/toc/2460-6995 |
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